Week 6 Reflection task 5 - Interactive Learning Objects
Interactive Learning Objects (ILO’s) can be described as
re-usable, digital activities that can support learning by having users
interact with content via a web-based interface (Smith, 2004). Further, Turel
and Gurol (2011) define ILO’s as ‘digital resources that can be saved in
databases systematically and used for instructional purposes’. Obvious
advantages in using ILO’s in the classroom are their re-usability and capacity
to offer efficient and interactive ‘instruction of commonly taught concepts,
procedures, applications, and skills’ (Blatina, Hayes & Blumsack, 2002).
The technical aspects of Interactive Learning Objects are
difficult to define as the content areas and applications covered by the countless
ILO’s available are many and varied. Generally speaking, ILO’s; are
designed for a specific purpose (i.e. to teach skills or concepts in a given
area); are reusable; present digital materials that ‘are structured in a
meaningful way’ that ‘is tied to an educational objective’ (Smith, 2004, p.2);
and, require interaction/participation on the part of the user.
ILO’s present opportunities to enrich learning by providing
virtual learning experiences where concrete experiences are too difficult,
expensive or abstract to access. For example, it is not possible for learners
to ‘see’ or physically experience the process of photosynthesis; however, in
engaging with an online simulation such as this, students are able to explore and
interact with photosynthesis in ways that could improve their understanding of the
abstract process.
Annenberg Learning provides a website which delivers a fantastic
array of quality ILO’s that are targeted to a range of year levels and KLAs. This particular simulation has learners apply different processes to rocks, and observe the changes made
over time. This activity would not be physically possible in a traditional classroom (or in real time). This ILO requires users to have some prior knowledge about the processes that impact change on rocks, and types of rocks and their various forms. To achieve maximum learning benefits from this ILO, learners would ideally engage with this simulation after completing instruction related to rock cycles in order to extend and consolidate their understanding of the concepts.
Further examples of how Interactive Learning Objects can be applied in a primary classroom can be seen in the following table:
The surplus of ILO choices across a range of content areas requires teachers to be discriminating in their selection of ILOs for student use. To ensure Interactive Learning Objects are used to enhance a teaching and learning experience, Blatina et al. (2002) suggest teachers; select ILOs which facilitate expected lesson outcomes; familiarise themselves with an ILO prior to introducing it to learners; and, provide learners with explicit instruction in use of the ILO. According to Smith (2004), if learners can achieve a similar outcome or have an equivalent experience in other ways, there may be little advantage in using an ILO. Conversely, there are greater benefits if an ILO can provide students with the opportunity to explore something they otherwise could not (Smith, 2004).
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| Screenshot retrieved from http://www.learner.org/interactives/rockcycle/change4.html |
Further examples of how Interactive Learning Objects can be applied in a primary classroom can be seen in the following table:
The surplus of ILO choices across a range of content areas requires teachers to be discriminating in their selection of ILOs for student use. To ensure Interactive Learning Objects are used to enhance a teaching and learning experience, Blatina et al. (2002) suggest teachers; select ILOs which facilitate expected lesson outcomes; familiarise themselves with an ILO prior to introducing it to learners; and, provide learners with explicit instruction in use of the ILO. According to Smith (2004), if learners can achieve a similar outcome or have an equivalent experience in other ways, there may be little advantage in using an ILO. Conversely, there are greater benefits if an ILO can provide students with the opportunity to explore something they otherwise could not (Smith, 2004).
References
BBC. (2014). Compounds and mixtures [Interactive Learning
Object]. Retrieved from
http://www.bbc.co.uk/bitesize/ks3/science/chemical_material_behaviour/compounds_mixtures/activity/
Blatina, T.A., Hayes, D., & Blumsack, S.L. (2002). Preparing teachers to use learning objects.
Retrieved from http://technologysource.org/article/preparing_teachers_to_use_learning_objects/
International Strategy for Disaster Resolution. (n.d.). Stop
disasters! [Interactive Learning Object]. Retrieved from
Learning Games Network. (2012). Quandary [Interactive
Learning Object]. Retrieved from
http://www.quandarygame.org/play
Nussbaum Education Network. (2014). Tony’s fractions pizza
shop [Interactive Learning Object]. Retrieved from
SchoolScience. (2014). The Big Bang time machine [Interactive
Learning Object]. Retrieved from
http://resources.schoolscience.co.uk/STFC/bang/bang.htm
Smith, R. (2004). Guidelines
for authors of learning objects. Retrieved from
Turel, Y.K., & Gurol, M. (2011). A comprehensive evaluation
of learning objects-enriched instructional
environments in science classes. Contemporary Educational Technology 2(4),
264-281.
Retrieved from http://eds.b.ebscohost.com/
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